Measuring OUR Curriculum Impact

Qualitative Data: We gather achievement data ( focussing on 'point in time' assessment - is the pupil on track?) at three points in the year - the end of autumn term, the end of spring term and the end of summer term. (Note: Due to Coronavirus, we have gathered this information more regularly and to inform amendments to curriculum).  These assessments are quality assured via standardised tests across the school in reading and maths ( PUMA and PIRA) which are computerised, considering teacher workload; assessments self-mark and produce detailed reports. Across other subjects, knowledge organiser quizzes, pre and post mindmaps, and evidence e.g. art portfolios, books, formative assessment, STJTG progression documents, underpin summative assessment. 

Quantitative Data: At STJTG we have collaborative book looks - where relevant leaders sit down with teachers to co-monitor pupil books and evidence. 

Senior leaders in addition to subject leaders monitor lessons either via formal lesson observations, learning walks, or informal observation e.g. as part of our STJTG coaching approach. 

Leaders regularly join school council meetings to consult with, and survey pupils, taking account their views in order to shape next steps and curriculum development. 

External curriculum impact can be evidenced via statutory outcomes STJTG produces but also in the way our pupils conduct themselves in and out of STJTG and the knowledge and skills our pupils retain and apply.